Eikaiwa

Despite vocabulary size being widely recognized as a key predictor of L2 reading and listening proficiency, it could be argued that many students within English conversation schools in Japan (eikaiwa) are not given sufficient opportunities for theoretically principled vocabulary study. This paper analyzes existing research on independent study approaches as well as complementary classroom-based pedagogical practices that foster both incidental and deliberate vocabulary learning. Through the utilization of both mobile assisted language learning (MALL) and extensive reading (ER) programs, measured changes to a language course are suggested that could be feasibly implementable within the specific constraints of an eikaiwa setting. Furthermore, potential institutional, technical and affective obstacles that could hamper such a program's effectiveness are identified and discussed. This paper hopes to provide approaches to vocabulary instruction based on empirical data, while also remaining accessible to teachers in a context often overlooked in academic and pedagogical literature.

In most EFL settings, language study is located within a classroom. In Japan, for example, although many progressive higher education institutions are now equipped with self access learning centres and language advisors, it can be argued that most language study still takes place in a physical or online space, led by a teacher or instructor. It therefore follows that a greater focus on fostering learner autonomy through classroom practice has potentially far-reaching effects on educational practice in the EFL context. Private English conversation schools are commonplace throughout Japan and are a key component of the English education market which, in 2013, was worth $2,772 million (Muramoto, 2015). Despite the vast scale of this industry, very little research has been done into what actually goes on in these private classes and what could be done to develop teacher practice (Lowe, 2014). Transforming a English conversation classroom into a more autonomy-supportive and motivating environment is a multi-faceted and gradual process within which we have to address issues of power, culture, public and administrative perception, and the importance of social relationships.

Within Japanese ELT, private conversation (eikaiwa) schools are commonly viewed as the bottom rung of the professional ladder. In contrast to eikaiwa's marginalized position, language teaching in university is regarded as the pinnacle of the field's professional hierarchy (Nagatomo, 2016). The aim of this paper is to examine first-hand perspectives of teachers who have transitioned between these two 'spheres of experience' (Zittoun, 2006) and analyze perspectives on each context's pedagogical constraints and affordances. Drawing on Zittoun's sociocultural framework related to life transitions, an investigation of the lived experiences of eleven teachers was conducted. This explorative study focused on changes in skills and knowledge, identity, and personal meanings that stemmed from moving from eikaiwa to university teaching as well as cognitive and social resources that mediated the transition. Teachers revealed that eikaiwa teaching provided them with experiences that contributed to their pedagogical skillset and evolving teacher beliefs. Conversely, university teaching afforded enhanced professional identity due to factors such as increased teacher autonomy and authority in the classroom. This study supports a nuanced view of different teaching contexts that recognizes diverse affordances and constraints rather than subscribing to a linear, hierarchical view of certain ELT settings.

Despite vocabulary size being widely recognized as a key predictor of L2 reading and listening proficiency, it could be argued that many students within English conversation schools in Japan (eikaiwa) are not given sufficient opportunities for theoretically principled vocabulary study. This paper analyzes existing research on independent study approaches as well as complementary classroom-based pedagogical practices that foster both incidental and deliberate vocabulary learning. Through the utilization of both mobile assisted language learning (MALL) and extensive reading (ER) programs, measured changes to a language course are suggested that could be feasibly implementable within the specific constraints of an eikaiwa setting. Furthermore, potential institutional, technical and affective obstacles that could hamper such a program's effectiveness are identified and discussed. This paper hopes to provide approaches to vocabulary instruction based on empirical data, while also rem...

Seeing others similar to ourselves succeeding in tasks has been found to have various motivational benefits. However, Japanese English education is dominated by native speaker standards of language use that are fundamentally unattainable by students. The objective of this study was to investigate the utilization of near peer role model (NPRM) videos showing English conversation school students examples of non-native speakers displaying effective communication skills. Six NPRM videos were shown to ten students over a one month period. Participants completed a survey in Japanese that was subsequently translated into English and analysed. Survey responses indicate that students admired the NPRMs' English ability, received practical study advice, and were able to question the notion of native speaker English as a viable learning goal. This study suggests the value of NPRMs in empowering students by providing motivational support along with evidence that English proficiency is not something monopolized by native speakers.

A number of different approaches can be taken to provide students with greater control over their learning in order to develop learner autonomy. Teacher-based, classroom-based and curriculum-based approaches are similar in that their implementation causes changes to what are considered traditional educational norms. In this reflective article, these approaches are firstly summarised. Then, the author, currently an MA TESOL program student and having recently undertaken a course on learner autonomy, reflects on using the approaches for promoting learner autonomy, in the context of his cram school (juku) and English conversation (eikaiwa) classes in Japan.

MacDonald, E. (2018). Reflecting on approaches for developing learner autonomy in a juku and eikaiwa setting. Relay Journal, 1(1), 159-166. https://doi.org/10.37237/relay/010116

While English conversation (eikaiwa) schools are widespread in Japan, little research exists on learner motivation in these settings. This exploratory study based on one learner's L2 diary entries and reflective comments investigated the motivational factors contributing to her self-directed language learning efforts while studying at an eikaiwa school. In this study, I also sought to evaluate the potential pedagogical applications of learner diary writing in eikaiwa as well as the practical affordances and constraints specific to that context. The data revealed that the learner's motivation was influenced by a variety of interrelated social and personal factors. There was also evidence that suggested that although simple enjoyment was an important factor for her motivation to learn, she also showed signs of significant investment in an imagined community. Furthermore, in contrast to some academic studies portraying eikaiwa as a site for hedonistic "casual leisure" rather than linguistic development (Kubota, 2011), the participant engaged in an extensive amount of self-directed learning along with an impressive degree of metacognitive self-awareness. This, along with several points of crossover between English learning and Hawaiian culture-a central element of her self-identity-suggested that her self-directedness represented an example of "serious leisure" or a "leisure career" (Stebbins, 2007). Regarding the secondary focus of the study, the diary writing process was found to fulfill a number of practical pedagogical functions such as maintaining student-teacher communication and providing opportunities for meaningful production of the L2.